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When kids are diagnosed with a learning disability we naturally worry about how it will affect their school performance. What we often don’t think about, but should, is how having a learning disability may affect children emotionally.

Not all kids with a learning disability become frustrated, sad, or anxious, but it is pretty common for kids to go through at least some period of emotional struggle. It isn’t easy for children when they see themselves falling behind their peers at school. Even if they pretend that they don’t notice or care, struggling in school can be a demoralizing experience. Here are some signs that kids might be struggling emotionally:

Lowered self-esteem

Increased anxiety, particularly in academic situations

Increased sadness or irritability

Acting out

Physical symptoms like headaches or stomach aches

Reduced motivation

Some of the signs, like crying or worrying, can be obvious, while others, like acting out, are more frequently misunderstood. Laura Phillips, PsyD, a neuropsychologist at the Child Mind Institute, explains the dynamic. “Sometimes kids would rather be the ‘bad’ kid than the ‘dumb’ kid, or they’d rather be the class clown. They’re either trying to divert attention away from their academic struggles or they’re trying to have the ‘I don’t care’ attitude as a way of saving face.”

In addition to getting kids help for a learning issue—strengthening skills and finding strategies that play to their strengths—parents should think about the emotional needs of a child. If you see signs that your child is struggling, try to understand what specifically is troubling him. Below are the three most common reasons why kids with a learning disability might feel bad, and what to do about them.

1. Kids think they are “dumb.”

This is a particularly big one during the period before a child has received a diagnosis. Children often notice if they aren’t learning at the same pace as the other kids, and can assume it is because they just aren’t smart. Unfortunately, kids can keep believing they aren’t smart to even after they are diagnosed with a learning disability.

What to do:

Make sure your child understands what a learning disability is.“Kids might not know, but by definition, a learning disability means that a student is of at least average intelligence,” explains Dr. Phillips. In fact, a learning disability is identified when an expert recognizes that a child is not performing up to her natural ability in a particular area. Hearing explicitly that a learning disability has nothing to do with intelligence can be very meaningful to kids.

Talk it through. Ideally you, your child, and whoever is working with your child should talk about the learning disability together. Sometimes parents think kids won’t understand, but a learning expert can help you find developmentally appropriate language to use.

Think about the messages you are sending. Children are very sensitive to their parents’ emotions, and if they sense that you are uncomfortable with their diagnosis, or that you think that having a learning disability is a bad thing, they will probably feel the same way.

Examine your own feelings. Because learning disabilities in children can be genetic, sometimes seeing a child struggling can also bring back difficult memories for parents, or make them feel guilty. You may want to schedule a separate appointment to discuss any questions or concerns you have with your child’s provider. The best way to help your child feel more positive is if you start feeling positive, too.

2. Kids feel like they stick out in class.

The last thing most kids want is to look different from their friends. So when kids get pulled out of class for help or called on by the teacher for something they’re afraid they can’t deliver, they may feel embarrassed and singled out. These experiences day after day can damage a child’s self-esteem and make her dread going to school.

What to do:

Ask teachers to be sensitive to how kids are feeling. Dr. Phillips says that she sometimes works with schools to help teachers understand how a particular student’s learning disability is impacting him emotionally. When a child is very anxious about reading, for example, she has advised teachers to wait for him to raise his hand and offer to read instead of calling on him blindly. If his teacher needs to assess his oral reading because it’s part of the curriculum, it might be better to do that privately. Students and teachers can also work out a subtle signal the student can use when he needs help or feels himself getting too frustrated.

Single kids out for praise, too. Kids who are struggling in school may feel like they are mostly getting negative attention. When teachers make a special effort to give kids positive attention for the things that they are doing right—even little things—it can improve their mood and confidence. Dr. Phillips notes this is also a powerful technique for teachers to use with a child who tends to act out to divert attention.

Find the right academic environment. Sometimes kids feel like they stick out because they need more assistance than they are currently getting. Work with the school and your child’s provider to consider what his needs are and if they are being met. He may need more accommodations, a different kind of help, or even a change of school. Dr. Phillips notes that there are some specialized schools that offer remedial support in school as part of an individualized curriculum rather than making it a separate after-school activity. These schools may also be better prepared to support each child’s specific social, emotional, and behavioral needs.

Question.....

1.Why did you choose this particular article?

2.What type of inclusion does this particular article cover (what kind of support is it giving and to whom)?

3.How could/would you use the information in your particular article/video?

4.Have you seen anything like this before? Do you think it could be effective in the classroom? Why or why not?

5.Why should someone else in class review your article?

Answer 1

1- This article is very important in a way that it tries to question the popular narrative related to the idea of learning disability.It tries to argue that learning disability doesn't only leads to poor grades in schools. It also hampers the child emotionally. They start questioning their ability and there is a probability that it can lead to low self esteem, increased anxiety,increased sadness and so on.

2 This article mentions the need to be more creative and devise systems which caters the need to these children. We also need to cater them emotionally. At first we need to understand their problem and them try to devise things according to their strength.

3 This information will help me in two ways

a) Make my students well informed about the idea of learning disability.

b) It also equips me with a new perspective. I would use this knowledge to understand things in perspective. I would also refrain from labelling my students.

4 Yes I think it would be very impactful in a class room setup. Generally what we does is that we don't understand the fact that everyone is unique in their own way. we must appreciate this uniqueness. If there is not a system which caters every student as per their own strength, then it is not their fault. So even if we are able to do it in a limited way we are going to do wonders. This would help me in creating right educational environment. Each child's social, psychological and emotional needs must be taken care of.

5 Generally what happens is that when we are deeply engrossed in something, we miss some of the basics. So when a third person reviews it, he see everything in a neutral perspective. As a result he gives us the genuine review. However the person who reviews it must be equipped with some basic information about this field.